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E-learning – ID Guidelines 06/06/22 Justina Sharma - Team leader Presented by Justina Sharma
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E Learning Objectives

Nov 01, 2014

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justisharma

Presentation on how to write effective learning objectives.
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Page 1: E Learning Objectives

E-learning – ID Guidelines

04/08/23 Justina Sharma - Team leader

Presented by Justina Sharma

Page 2: E Learning Objectives

Table of Contents 1. e-Learning

1.1 What is e-Learning?1.2 Benefits of e-Learning1.3 e-Learning Development Process

2. Instructional design

2.1 What is Instructional Design?2.2 Instructional Design Process

3. Writing effective objectives

3.1 Objectives3.2 Goals3.3 Bloom’s taxonomy

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What is e-learning?

• e-Learning is a technology mediated learning either from a distance or in physical classroom setting (computer assisted learning).

• e-learning is the learning process created by interaction with digitally delivered content, services and support.

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Benefits of e-Learning

• Self-paced• Cost effective• Faster • Consistent• Anywhere, anytime training• Easy updation• Increased retention• Easily manageable

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E-learning process

ADDIE model (Systemic design of instruction) – Re-modeled by Dick and Carey (1996).

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E-learning process

Analysis: (Audience and content)

During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.

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E-learning process

Design: (Strategy design)

A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

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E-learning process

Develop:

The actual creation (production) of the content and learning materials based on the Design phase.Justina Sharma - Team leader04/08/23 8

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E-learning process

Implement: (Integration & Delivery)

During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated. Justina Sharma - Team leader04/08/23 9

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E-learning process

Evaluation: (course feedback & maintenance)

This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.Justina Sharma - Team leader04/08/23 10

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Learning Objectives

“An instructional objective is a statement that will

describe what the learner will be able to do after

completing the instruction (course)”

Stating clear course objectives is important because:

• Objectives guide the content materials and the teaching methods• You can use objectives to make sure you reach your goals • Students will understand expectations• Assessment and grading is based on the objectives

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Learning Objectives - Rules

• Specific

• Measurable

• Timed

• Short

• observable

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Learning Objectives- Prerequisites

• Refined content

• Development of an instructional strategy

• Selection of mode of delivery

• Student assessment and evaluation

• Expected learning outcomes

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Learning Objectives - Analysis

Before framing the objectives, you have to analyze;

• the student

¤ Knowledge level

¤ Understanding of the subject

¤ Level of competency to be delivered

• the content

¤ Level of content

¤ Gap analysis

¤ Content flow

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Learning Objectives- Components

• A learning objective has three major components

1. A description – able to do

2. A conditions – under which the student will perform

3. A criteria – evaluating performance

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Learning Objectives- Description

Describe the ability developed by the student after this course.By the end of this course, you will be able to;

After completing this course, you will be able to;

Given a set of data, you will be able to;

Given a motorbike, you will be able to;

Use YOU, to relate the content to the learner.

By the end of this course, you will be able to;• Create e-learning objectives• Recognize the good and bad• Calculate tax

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Learning Objectives- Condition

Provide a condition to evaluate the efficiency acquired by the student

By the end of this course, you will be able to;

• Create e-learning objectives for the given course• Recognize the good and bad from the civil society• Calculate tax for any professional

Can also use…

Given a raw content,…..

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Learning Objectives- Criterion

• Create e-learning objectives for any given content adhering to Bloom’s taxonomy

• Recognize the good and bad from the civil society based on the Vedas

• Calculate tax for any individual following the Indian government norms

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Objectives- Bloom’s Taxonomy

S No Category Description

1 Knowledge Ability to recall previously learned material.

2 Comprehension Ability to grasp meaning, explain, restate ideas.

3 Application Ability to use learned material in new situations.

4 Analysis Ability to separate material into component parts and show relationships between parts.

5 Synthesis Ability to put together the separate ideas to form new whole, establish new relationships.

6 Evaluation Ability to judge the worth of material against stated criteria.

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Test corner

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Write an objective for the following:

You have to teach basic math to 4th standard students. Sub-divide them into levels as required. Write at least 4 objectives using the bloom’s key terms.

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Course goals

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It focuses on preparing yourself, your course, and your students for a constructive learning community.

Goals are similar to objectives, but goals are elaborate and detailed. They specify the long term achievement of the course.

Provide a single goal for every course, until it is highly necessary to add few more to them.

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Goals and Objectives

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Tips• Include only one general learning outcome in each objective

• Use only first person

• Write as many objectives as you can to clearly specify what you want to convey.

• Do not use the terms learner, the student

• Do not write more than two goals. Try to freeze it into one, until there is a true necessity for the second.

• Address the Student or learner when you work with the syllabus doc.

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